Literaturnachweis - Detailanzeige
| Autor/inn/en | Crawford, W. John; und weitere |
|---|---|
| Institution | Texas Univ., Austin. Research and Development Center for Teacher Education. |
| Titel | Error Rates and Question Difficulty Related to Elementary Children's Learning. Report No. 75-8. |
| Quelle | (1975), (19 Seiten) |
| Beigaben | Tabellen |
| Dokumenttyp | gedruckt; Monographie |
| Schlagwörter | Tagungsbericht; Academic Achievement; Difficulty Level; Elementary Education; Learning Processes; Performance Factors; Questioning Techniques; Socioeconomic Influences; Teacher Effectiveness |
| Abstract | Elementary school teachers chosen for their effectiveness in consistently producing achievement gains in their pupils were observed to determine how difficult a teacher's questions should be for students to learn the maximum amount of material. The collected data, correlated with residualized student achievement gain scores (averaged over four years), produced a pattern of different optimal error rates and different optimal question difficulty levels for high socioeconomic status as opposed to low socioeconomic status schools. These data are presented and their implications for teaching strategies discussed. (Author/MJB) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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